NC Teachers Group Criticizes Proposed Licensing and Salary Overhaul | New Policies

RALEIGH, N.C. (AP) — Members of North Carolina’s leading teacher advocacy group on Tuesday criticized a proposed overhaul of public school instructor compensation and licensing, saying implementing such changes would further exacerbate current staffing challenges.

The state Department of Public Instruction provided the state Board of Education in April with a “sample” model license that resulted from recommendations made by subcommittees of a preparatory commission and standardization of state educators.

Any final proposal would require the formal approval of the state council and, ultimately, the legislature to fund it. But moving from the current license-and-salary model, which largely rewards teachers financially based on years of classroom experience, to a performance-based model has support from Superintendent of Public Instruction Catherine Truitt. and Chairman of the Board Eric Davis. They said last week that the current model isn’t attracting enough people to teach and stay in the field.

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At a press conference, members of the North Carolina Educators’ Association said one solution is to increase the pay of all teachers through the existing salary grid framework which currently omits increases based on experience for some of the most experienced teachers for a decade. Existing programs to encourage young people to enter the field should also be expanded and new ones created, said NCAE Vice President Bryan Proffitt.

“Our state already has the policies and pathways we need to support recruitment and retention, but they lack the faithful execution and necessary funding commitment from General Assembly leadership. “Proffitt said outside the Public Education Building.

The DPI’s proposal would create multiple licensing levels, each with higher base salaries that would ultimately exceed the maximum salary of the current pay scale, which is $54,000 for 25 years of experience. The sample model shown earlier this year called for advanced-level teachers, with leadership roles in their schools, earning $73,000.

Progression to advanced bachelor’s degrees would depend in part on teachers’ instructional competence and student test scores improving. Proponents say the model would reward instructors who create better student outcomes. But Proffitt and others have said such performance measures are subjective and flawed and will actually discourage people from taking public education as a lifelong profession.

“We deserve to be paid for our experience, without jumping through hoops or worrying if this year’s paycheck will be different from next year’s,” said County College teacher Kiana Espinoza. Wake and speaker at the press conference.

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